The Impact of Language Barriers on Latino Parents’ Ability to Support Their Children’s Education at Home

Abstract

This qualitative study examines how language barriers shape home-based involvement among Spanish-speaking Latino immigrant parents in the U.S. Midwest. Drawing on twelve in-depth interviews conducted in Spanish, the study explores how parents navigate academic support and school communication when linguistic access is limited. Using thematic analysis, findings show that language barriers restrict parents’ access to school-related information and shape how they support their children’s education. In response, parents engage through home routines, emotional encouragement, digital translation tools, and family networks. These culturally grounded practices reflect adaptation, while institutional limitations shift responsibility onto families, underscoring the need for linguistically responsive education.